1 / 52

TEACHING ENGLISH TO YOUNG LEARNERS

TEACHING ENGLISH TO YOUNG LEARNERS. 1. BASIC TERMS. 1.EFL. E NGLISH AS A F OREIGN L ANGUAGE. 2. TEFL. T EACHING E NGLISH AS A F OREIGN L ANGUAGE. 3. SLA. S ECOND L ANGUAGE A CQUISITION. 4. FLA. F OREIGN L ANGUAGE A CQUISITION. 5. ELT. E NGLISH L ANGUAGE T EACHING. 6.ESP.

lena
Télécharger la présentation

TEACHING ENGLISH TO YOUNG LEARNERS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. TEACHING ENGLISH TO YOUNG LEARNERS

  2. 1. BASIC TERMS 1.EFL ENGLISH AS A FOREIGN LANGUAGE 2. TEFL TEACHING ENGLISH AS A FOREIGN LANGUAGE 3. SLA SECOND LANGUAGE ACQUISITION

  3. 4. FLA FOREIGN LANGUAGE ACQUISITION 5. ELT ENGLISH LANGUAGE TEACHING 6.ESP ENGLISH FOR SPECIAL PURPOSES 7. UG UNIVERSAL GRAMMAR

  4. Language Pedagogy and other Sciences Linguistics Psychology Pedagogy Applied Psycho- Applied Pedagogical Didactics Linguistics linguistics psychology psychology

  5. SECOND FIRST L1 L2 NATIVE NON-NATIVE PRIMARY SECONDARY MOTHER TONGUE FOREIGN LANGUAGE STRONGER WEAKER

  6. LANGUAGE CONTENT ELEMENTS 1.VOCABULARY 2. PRONUNCIATION 3. GRAMMAR 4. PRAGMATICS

  7. LANGUAGE SKILLS SKILLS AUDITIVE VISUAL PASSIVE LISTENINGREADING ACTIVE SPEAKINGWRITING

  8. SIMPLE SKILLS L R S W

  9. COMPLEX SKILLS: INTERPRETATION AND TRANSLATION: 2 LANGUAGES ARE INVOLVED GROUPING : L AND R: COMPREHENSIVE SKILLS S AND W: COMMUNICATION SKILLS I AND T: MEDIATION SKILLS

  10. DESCRIBING A METHOD I. BASIC DILEMMAS • L1-------L2 • AWARENESS --- INTUITION • FORMS ----- FUNCTIONS

  11. II. THE ARRANGEMENT OF LANGUAGE CONTENT 4.PRONUNCIATION 5.GRAMMAR 6. VOCABULARY 7. PRAGMATICS

  12. III. TEACHING SKILLS 8. ALL SKILLS OR ONE SKILLS 9. THE ROLE AND AMOUNT OF TRANSLATION IV. TEACHING STYLE 10. STUDENT PARTICIPATION 11. TEACHER’S ROLE 12. ERROR CORRECTION 13. FEEDBACK

  13. 1. EARLY LANGUAGE TEACHING 2. GRAMMAR TRANSLATION METHOD 3. DIRECT METHOD 4. INTENSIVE METHOD 5. READING METHOD 6. AUDIO-LINGUAL METHOD 7. AUDIO-VISUAL METHOD 8. COGNITIVE APPROACH 9. HUMANISTIC APPROACHES 10. COMMUNICATIVE LANGUAGE TEACHING

  14. 1. EARLY LANGUAGE TEACHING ANCIENT TIMES THE EGYPTIANS-----THE GREEKS------ THE ROMANS IMMERSION MIDDLE AGES MARKETPLACE ----- MONASTERY

  15. THE EVALUATION OF EARLY LANGUAGE TEACHING • READING COMES FIRST • PRONUNCIATION --- PHONETIC TRANSCRIPTION ???? • WRITING - COPYING, PARAPHRASING, VERSIFICATION • SPEECH – ROTE LEARNING, Q & A, DIALOGUES, DRILLS, MONOLOGUES

  16. 2. GRAMMAR TRANSLATION METHOD • NAME: • NYELVTANI FORDÍTÓ MÓDSZER • CLASSICAL METHOD • TRADITIONAL METHOD • MEDIEVAL METHOD • PRUSSIAN METHOD

  17. 2. THE OBJECTIVES OF GRAMMAR TRANSLATION METHOD • READ WITH THE HELP OF DICTIONARY—TEXT:ANCIENT • LEARN WITH THE HELP OF TRANSLATION • WRITE IN BOTH LANGUAGES WITH GRAMMATICAL AWARENESS --- TERMS • MENTAL DISCIPLINE SPEAKING IS NOT AN OBJECTIVE

  18. A TYPICAL CLASSROOM • MORE THAN 30 CHILDREN • 2-6 LESSONS A WEEK • TABLES OF PARADIGMS (DECLINATIONS, CONJUGATIONS) • LACK OF ONE EQUIPMENT • FRONTAL TEACHING (T – S) INTERACTION • CONSTANT USE OF L1 • STRONG CONTROL • CORRECTION

  19. BOOKS: • TOPIC: GRAMMATICAL • EXAMPLARY SENTENCES TO ILLUSTRATE RULES • L1 AND L2 WORD LISTS (BEFORE THE TEXT OF THE LESSON) • TASK TYPES: COMPLETION TRANSFORMATION TRANSLATION (L1-L2, L2-L1)

  20. TEACHING TECHNIQUES • DEDUCTIVE, DETAILED GRAMMAR EXLPANATION • READING ALOUD • RECITALS OF MEMORITERS (ROTE LEARNING) • RECITALS OF CONJUGATIONS AND DECLANATIONS • LISTS OF EXCEPTIONS • RARE WORDS • TERMS OF GRAMMAR

  21. WHY IN GERMANY? EFL: SCHOOL SUBJECT CIVIL CERVANTS NO CHANGES IN THE SCHOOL SYSTEMS EXAMS

  22. NAMES: SEIDENSTÜCKER(1765-1817) DISCONNECTED SENTENCES ACHN (1796-1865) 12 AREAS OF VOCABULARY PLOETZ (1819-1881)SENTENCE PARADIGM

  23. ASSESSMENT OF GRAMMAR TRANSLATION METHOD • NEGATIVE FEATURES • READING AND WRITING ONLY • SENTENCE CENTRED (NO TEXTS) • RULE CENTRED • MENTAL GYMNASTICS POSITIVE FEATURES EXPLICIT KNOWLEDGE ABOUT THE LANGUAGE TRANSLATION INTO L1 CULTURAL TEXTS AND LITERATURE (LIVY)

  24. DIRECT METHOD 1900-1940 GENERAL FEATURES • LONG PHONETIC INTRODUCTION • NO L1 • NO TRANSLATION • ASSOCIATIONS • INDUCTIVE AND INTUITIVE GRAMMAR TEACHING • TEXTS: PROSE: BRITISH STUDIES • SKILLS SPEAKING AND LISTENING • (READING AND WRITING) • SELF-CORRECTION

  25. CLASSROOM TECHNIQUES ORAL WORK EXPLANATION IN L2 PRONUNCIATION: IMMEDIATELLY CORRECTED QUESTION AND ANSWER ---CHORUS SOUND READING CONVERSATION DICTATION COMPLETION

  26. VARIETIES OF DIRECT METHOD ORIGINAL DIRECT METHOD BERLITZ BASIC ENGLISH: OGDEN AND RICHARDS BRITISH AMERICAN SCIENTIFIC INTERNATIONAL COMMERCIAL 20,000 WORDS: 850/16

  27. EVALUATION: POSITIVE FEATURES: ORAL WORK SPOKEN LANGUAGE THINKING IN A FL NEGATIVE FEATURES: LONG PHONETIC INTRODUCTION TOO DEMANDING FOR THE LEARNERS

  28. INTENSIVE METHOD AN ARMY SPECIALISED TRAINING PROGRAMME WW2 INFORMANT (NATIVE SPEAKER) TEAM TEACHING: INSTRUCTOR : TEACHER 6 WEEKS/10 HRS A DAY 1. IMITATION METHOD: 2. REPETITION 3. L2---L1 TRASNSLATION 4. ROTE LEARNING

  29. ASSESSMENT TEAM WORK PRONUNCIATION-- PERFORMANCE LANGUAGE LEARNING (AL METHOD WITHOUT MACHINES LANGUAGE TEACHING TO A LARGE POPULATION + FEATURES

  30. COMENIUS 15TH CENTURY VESTIBULUM---ELŐSZOBA IANUA---KAPU ATRIUM---NAGYTEREM ROAD TO LANGUAGES VIA = THROUGH WORD EXPLANATION: PICTURE DICTIONARY: 8,000 VOCABULARY UNITS

  31. GOUIN 19TH CENTURY ‘ACTION SERIES’: THE MILL 5 TOPICS: HOME NATURE SOCIETY SCIENCE OCCUPATIONS

  32. PRENDERGAST THE LABYRINTH 1 2 3 4 5 6 7 HIS SERVANT SAW YOUR FRIEND’S NEW BAG 8 9 10 NEAR THE HOUSE. NEW SENTENCE: 8,9,7,10,4,2,3,1,5,7

  33. READING METHOD IN THE 1930S AND 1940S 1929 COLEMAN REPORT: THE MAIN TECHNIQUE IS READING (DEVELOPING VOCABULARY ) • VOCABULARY LISTS: • THORNDIKE • WEST: GENERAL SERVICE LIST READERS: 500, 800, 1200 WORDS: EASY READERS LEXICAL SELECTION AND LEXICAL DISTRIBUTION

  34. READING TECHNIQUES: INTENSIVE: ANALYTICAL FOR GENERAL MEANING , FOR PLEASURE EXTENSIVE: SCANNING: TO LOCATE INFO SKIMMING: READING FOR GIST (TO FIND THE MAIN POINTS OF THE TEXT AND SUMMARISE IT)

  35. AUDIO-LINGUAL METHOD 1950-70 TECHNICAL BACKGROUND: 1875 EDISON - PHONOGRAPH 2-PHASE 1940 TAPE RECORDER POLIESTHER 1960s: LANGUAGE LABORATORIES: STT AA: AUDIO-ACTIVE AAC: AA COMPERATIVE AACI: AAC INTERACTIVE

  36. LINGUISTIC BACKGROUND: STRUCTURALISM: LANGUAGE IS A SYSTEM IT EXISTS IN SPEAKING ITS FUNCTION: COMMUNICATION PSYCHOLOGICAL BACKGROUND: BEHAVIORISM: LG IS BEHAVIOUR

  37. CLASSROOM PROCEDURES: PRESENTATION REPETITION PRACTICE: DRILLS MEMORISATION CONFIRMATION

  38. DRILLS: FIRST FORM:SUBSTITUTION CHARTS FUNCTIONAL GROUPING: REPETITION DRILLS COMPLETION DRILLS SUBSTITUTION DRILLS TRANSFORMATIONAL DRILLS

  39. TECHNICAL GROUPING: 3-PHASE: STIMULUS RESPONSE CORRECT ANSWER 4-PHASE: STIMULUS RESPONSE CORRECT ANSWER ST REPEATS CORRECT ANSWER

  40. ASSESSMENT: + COMPLEX METHOD SIMPLE METHOD MANY ACTIVITIES GRADUAL DEVELOPMENT: INDIVIDUALISATION

  41. - NOT EVERY LANGUAGE FORM CAN BE CONDITIONED TOO LONG DIALOGUES RECOGNISING LG ELEMENTS ≠ KNOWLEDGE MIM-MEM= MIMICRY AND MEMORISATION

  42. AUDIO-VISUAL METHOD 1960s SOUND + IMAGE = SITUATION TAPE RECORDER SLIDE SITUATION OBJECTIVES: 1. MAKE EVERYDAY SPEECH SOUNDS FAMILIAR 2. INCREASE STT 3. ESP

  43. STEPS: 1. PRESENTATION 2. EXPLANATION 3. REPETITION 4. EXPLOITATION EVALUATION + SCRIPT AND SCENARIO (BETTER THAN READING) SITUATION-CENTRED NEW TECHNOLOGY

  44. - CULTURE SPECIFIC FEW PICTURES STRICT METHODOLOGY

  45. COGNITIVE METHOD 1960s = MENTALIST APPROACH • LANGUAGE LEARNING IS A CONSCIOUS PROCESS • MAKING UP HYPOTHESES CHOMSKY: LANGUAGE COMPETENCE: KN OF GR RULES LANGUAGE PERFORMANCE: USING THE LG

  46. COMMUNICATIVE COMPETENCE 1. LINGUISTIC COMPETENCE (ACCURACY AND FLUENCY) 2. SOCIOLINGUISTIC COMPETENCE: ACCEPTABILITY AND APPROPRIATENESS 3. DISCOURSE COMPETENCE 4. STRATEGIC COMPETENCE

  47. COMMUNICATIVE LANGUAGE TEACHING 1970s - • AIMS: • TEACHING ALL THE 4 SKILLS • FOCUS ON ORAL AND WRITTEN COMMUNICATION • CONTENT AND SKILLS TRAINING • COMMUNICATIVE COMPETENCE METHOD: LEARNING BY USING NOTIONS AND FUNCTIONS TOPICS MORROW : 1981

  48. HUMANISTIC APPROACHES SUGGESTOPAEDIA DOR TPR SILENT WAY CLL HUMANISTIC=HOLISTIC

  49. SILENT WAY GATTEGNO: 1976 THE COMMON SENSE OF TEACHING BASIC PRINCIPLES: • LG SHOULD BE LEARNED INDIVIDUALLY • TEACHING DEPENDS ON LEARNING • TEACHER SETS MATERIALS • LEARNERS DEPEND ON EACH OTHER • SILENCE IS A METHOD • STs HAVE TO CONCENTRATE (90% STT) AIDS: CHARTS: CUISINAIRRE RODS, FIDEL CHARTS

  50. COMMUNITY LANGUAGE LEARNING (TANÁCSKOZÓ MÓDSZER) 1960’s CURRAN: TO DECREASE STs (CLIENTS) FEARS AND WORRIES T: SOURCE OR COUNCELLOR INVESTMENT ----REACTION THE CLIENT TELLS THE SOURCE A MESSAGE, IT IS TRANSLATED AND REPEATED , FINALLY IT IS RECORDED ON THE TAPE. RESPONSIBILITY FOR EACH OTHER’S LEARNING

More Related